abstract: There are many benefits for children, teachers, families, and schools when partnerships are formed between families and teachers. However, many new teachers are entering the teaching profession not feeling confident about communicating and engaging with parents. This lack of confidence stems from some teacher preparation programs not including curriculum that explicitly addresses how to communicate and engage with parents. The focus of this study was to investigate the extent to which four Family Engagement Trainings affected preservice teachers during their student teaching practicum. A quasi-experimental approach using an explanatory sequential mixed method action research design was used to measure changes in preservice teachers’ knowledge, value, and self-efficacy regarding communicating and engaging with parents throughout the 19 weeks of the study. A survey instrument, personal meaning maps, and reflections were used to gather data. Results indicated the Family Engagement Trainings were effective in positively changing the preservice teachers’ knowledge, value, and self-efficacy to communicate and engage with families. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020
| Identifer | oai:union.ndltd.org:asu.edu/item:57031 |
| Date | January 2020 |
| Contributors | Riethmann, Tamera (Author), Judson, Eugene (Advisor), Boozer, April (Committee member), Ellingford, Lori (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 100 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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